Common Core Instruction and
Special Education
Presented by the:
Office of the Superintendent of
Public Instruction
and
Washington Education Association
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Goals
Participants will:
• understand the standards.
• be able to unpack the standards and identify the
elements within the standards.
• identify opportunities to enable the student to move
through the general education curriculum and/or the
Common Core State Standards.
• will learn the principles of formative assessment and its
use in monitoring student progress.
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You need to remember
• CCSS not a packaged
curriculum
• CCSS are not
appropriate goals for
IEP
• Special ed rules
unchanged
• IEP based on evaluation
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Prior Knowledge
What do you know about?
• The Common Core Standards
• Special Education
• How the Common Core
Standards/District Curriculum
and Special Education Intersect?
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Common Core Standards
Definition of standards
Provide a consistent, clear understanding of
what students are expected to learn…
reflecting the knowledge and skills that all
young people need for success in college and
careers (ACHIEVE- common core website)
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How does Instruction relate to the Common
Core Standards?
“WHAT” students learn.
“HOW” we teach.
Common Core
State
Standards
Instructional
Strategies
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How do the Common Core Standards differ
from old standards
In the past:
Currently:
• Student Learning
Objectives
• Essential Academic
Learning Requirements
• Grade Level Equivalency
• Performance
Expectations
• Common Core
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Knowledge, Skills and Abilities
The Common Core State Standards are statements of
what students should know and be able to do.
• CCSS are Academic Achievement Standards
– Developed by content areas and organized by
grade with increasing complexity
• CCSS Standards apply to all students, including
students with disabilities
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Curriculum
Common Core
State Standards
IEP Goals
ONE WAY
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Why are we moving to Common Core
http://www.k12.wa.us/CoreStandards/Video/CommonCoreSD.mp4
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Key Design Considerations of the
Common Core Standards
Reading standards are the anchor
– Cross disciplinary literacy
Focus on outcomes rather than means
– No mandated methods
Integrated model of literacy
– Broken into reading, writing and communication for
conceptual clarity
– However, there is crossover i.e. writing is used to
communicate; speaking and listening require an ability
to discuss research
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Implementing the Common Core
State Standards requires…
–
Unpacking the standards and understanding
what is contained within each one.
–
Identifying which part(s) of the standard are
appropriate learning targets.
–
Developing clear learning goals or objectives.
–
Shifting students’ focus from “answer getting”
to solving problems and critical thinking.
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The Common Core Essential Elements
(CCEE)
• …specific statements of knowledge and
skills linked to CCSS grade level
expectations.
• …provides learning targets for students
with cognitive challenges.
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Example of CCEE
• Common Core
• RF.4.3 Know and apply gradelevel phonics and word
analysis skills in decoding
words.
• a. Use combined knowledge
of all letter-sound
• correspondences,
syllabication patterns, and
• morphology (e.g., roots and
affixes) to read
• accurately unfamiliar
multisyllabic words in context
and out of context
• Essential Element
• EE.RF.4.3 Use letter-sound
knowledge to read words.
• a. Apply letter-sound
knowledge to use first letter
plus context to identify
unfamiliar words.
• b. Decode single-syllable
words with common spelling
patterns (consonant-vowelconsonant [CVC]
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Common Core State
Standards for English
Language Arts and Literacy
in History/ Social Studies,
Science, and Technical
Subjects
Key Instructional Shifts in ELA/Literacy
In Reading
balance of literature and informational texts.
focus on text complexity
In Writing
emphasis on argument and informative/explanatory writing
emphasis on using evidence to inform an argument.
Speaking and Listening
focus on formal and informal talk
Vocabulary
stress on both general academic and domain-specific
vocabulary
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Standards for ELA in History/Social
Studies,
Science, and Technical Subjects
College and Career Readiness (CCR) Standards
– Overarching standards for each strand that are further
defined by grade-specific standards
Grade-Level Standards in English Language Arts
– K-8, grade-by-grade
– 9-10 and 11-12 grade bands for high school
– Four strands: Reading, Writing, Speaking and Listening, and
Language
Standards for Literacy in History/Social Studies, Science, and Technical Subjects
– Standards are embedded at grades K-5
– Content-specific literacy standards are provided for grades
6-8, 9-10, and 11-12
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Overview of Reading Strand

Progressive development of reading comprehension;
students gain more from what they read

Emphasize the importance of grade-level texts that are of
appropriate difficulty and are increasingly sophisticated
 Standards for Reading Foundational Skills (K-5)
 Reading Standards for Literature (K-12)
 Reading Standards for Informational Text (K-12)
 Reading Standards for Literacy in History/Social
Studies (6-12)
 Reading Standards for Literacy in Science and
Technical Subjects (6-12)
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Overview of Text
Complexity
Reading Standards include exemplar texts (stories and literature,
poetry, and informational texts) that illustrate appropriate level of
complexity by grade
Text complexity is defined by:
1. Quantitative measures –
2. Qualitative measures3. Reader and TaskReader and Task
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Stop and Reflect
What did you learn?
What do you think?
• How do these differ
from current
standards?
• How might the
change in standards
improve student
outcomes?
• How might they
affect special
education
instruction?
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Common Core State
Standards for
Mathematics
Key Instructional Shifts in
Mathematics
Emphasize coherence at each grade level –
• The standards focus on key topics at each grade level
• Emphasize progressions across grades, with the end of
progression calling for fluency
• Finally, the standards require students to demonstrate
deep conceptual understanding by applying them to
new situations.
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Organization of Common Core State
Standards for Mathematics
Grade-Level Standards
– K-8 grade-by-grade standards organized by
domain
– 9-12 high school standards organized by
conceptual categories
Standards for Mathematical Practice
– Describe mathematical “habits of mind”
– Connect with content standards in each grade
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Standards for Mathematical
Practice
Eight Standards for Mathematical Practice
–Make sense of problems and persevere in solving them
–Reason abstractly and quantitatively
–Construct viable arguments and critique the understanding of
others
–Model with mathematics
–Use appropriate tools strategically
–Attend to precision
–Look for and make use of structure
–Look for and express regularity in repeated reasoning
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Research and Media Skills
Blended into the standards as a whole
Students need to be able
 to gather, comprehend, evaluate, synthesize and
report on information and ideas
 to conduct original research in order to answer
questions or solve problems
 To analyze and create a high volume of and
extensive range of print and non-print texts
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Limitations of Common Core
 The lines between academic skills and
technical and life/employability skills are
blurred
 They are not designed to cover every skill
 They were designed to provide ELA and
math
 They are designed as foundation skills for
post-secondary success
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Implementing the Common Core
State Standards requires:
–
Exposing all students to a large variety of
complex texts in ALL subject areas.
–
Connecting the standard topics to the prior
knowledge of students.
–
Establishing the classroom environment as a
community of learners.
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Application to Students with
Disabilities
 Both IDEA and ESEA require that students with
disabilities have access to the general education
curricula, and the opportunity to learn the same skills
and concepts as their non-disabled peers.
 Access curricula at an appropriate level based on their
individual assessment.
 In order for Special Education Students to meet the
standards and fully demonstrate their conceptual and
procedural knowledge and skills, their instruction must
incorporate specially designed instruction and
accommodations.
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Common Core
----------------
CCSS
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Standards are not goals
• Do not write goals that
simply restate the standards
or cut and paste the
standards into your IEPs.
• IEP goals must be based on
the student’s individual
needs identified in the most
current evaluation.
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What it does NOT mean
• Using the standards alone
to determine the goals
• Assuming that every
student will work only on
grade-level content or
standards.
What it DOES mean
• Referring to standards to
determine grade level
expectations
• Using the standards as a
guide to determine what
the student is expected to
know or do
• Connecting to the district
curricula at an appropriate
level to meet the student’s
needs.
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Connecting IEPs to CCSS
Instructional Implications
• Supports and related services designed to meet
unique needs of students with disabilities and to
enable access to general education curriculum
• Teachers and specialized instructional
support personnel who are prepared to
deliver high quality, evidence-based, specially
designed instruction and support services
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Unpacking
The Common Core
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Unpacking the CCSS – Elementary Standard
It’s all about the verbs and the nouns…
Standard
Verbs
Nouns
STEP 1:
Choose a Standard
Work with time and money
STEP 2:
Identify the
verbs
STEP 3:
Identify the
nouns
2.MD.7 Tell and write
time from analog and
digital clocks to the
nearest five minutes,
using a.m. and p.m.
• tell time
• write
time
Skills Necessary
Step 4:
Identify the skills
needed
•
define analog,
• Time
digital, a.m. and
• analog
p.m.
clocks
• count by 5’s
• digital
• tell time to the
clocks
hour and ½
• 5 minutes
hour
• a.m.
• write time in
• p.m.
the correct
format
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Unpacking the CCSS - Middle School Example
It’s all about the verbs and the nouns…
Standard
Verbs
Nouns
STEP 1: Standard STEP 2: IdentifyVerbs
STEP 3: Identify
Choose a Standard
the verbs
the nouns
RL6.1 Cite textual
• cite
evidence to support • support
analysis of what the
• analyze
text says explicitly
as well as
inferences drawn
from the text.
Skills Necessary
Nouns
Step 4:
Identify the skills
needed
• reading
• textual
comprehension
evidence
• draw inferences
• analysis
• cite specific
• inferences
examples
• cite details to
support
inferences
• analyze the text
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Unpacking the CCSS - High School Example
It’s all about the verbs and the nouns…
Standard
Verbs
Nouns
STEP 1:
Choose a Standard
Standard
STEP 2:
STEP 3:
Identify the
Verbs Identify the
verbs
nouns
• explicit
RL 9 – 10.1
• cite
textual
Cite strong and
evidence
• analyze
thorough textual
evidence to support • inference • strong,
thorough
analysis of what the
evidence
text says explicitly
• analysis
as well as
• inferences
inferences drawn
from the text.
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Skills Necessary
Step 4:
Identify
Nounsthe skills
needed
• analyze the text
• identify explicit
textual evidence
• cite evidence
• draw inferences
• support inference
using several
pieces from the
text
• Provide varying
degrees of support
(evidence)
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Activity- Unpack the Core
• Select a grade level that is typical of your
students
• Select a Common Core Standard within that
grade level
– Unpack the Standard
– Analyze the sub-skills
• Present your standard and results
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Analyzing Sub-skills
• Review Marzano’s
–Vocabulary for Math
–Vocabulary for ELA
• Consider the words that might be most
appropriately connected to the student’s goals
based on the present level of performance
and the “unpacked standard”
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Developing
IEP Goals
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• “ An IEP means a written statement for each child
with a disability that is developed, reviewed and
revised in a meeting in accordance with Sec. 300.320
through 300.324…”
• Including “a statement of measurable annual goals
both academic and functional designed to meet the
child’s needs that result from the child’s disability to
enable the child to be involved in and make progress
in the general education curriculum.”
34 CFR §300.320(a)(2)(i)(A)
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Individualized Education Program
(IEP)
Connecting IEP Goals to Common
Core Standards
• Identify Present Levels of Performance
• Develop a goal
– Bridge goal to selected General
Curricula/Common Core Standard, as
appropriate
• Write short-term objectives and benchmarks
• Monitor goals
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Developing Goals
• Use Handout – Present Level of Academic and
Functional Performance to articulate the present level
of performance of a “student” for your group to use.
• Develop your goal for this student
– Select the standard that is your targeted outcome
– Unpack the standard
– After unpacking the standard, look at the student’s present
level of performance
– Given your student’s PLAAFP, what element (access point)
of the standard could be a focus for an IEP Goal?
– Write an appropriate, measurable goal for this student.
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Goals and Standards
–What is your overall impression of the
process?
–What questions do you have about the
process?
–Does the process enable you to better
identify the curriculum you will need to
use?
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Monitoring
Student Progress
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Monitor Student Progress with
Formative Assessments
Formative assessment is a systematic process to
continuously gather evidence about learning. The
data are used to identify a student's current level of
learning and to adapt lessons to help the student
reach the desired learning goal.
Students are active participants with their teachers,
sharing learning goals and understanding how their
learning is progressing, what next steps they need to
take, and how to take them.
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Why use formative assessments?
Use of formative assessments has the following
effects:
• Some students feel more involved in the schooling
process
• Teaching is focused more effectively on the
individual student
• Positive effects may be particularly evident in lower
performing students
• Learning in the wider (not subject-specific) sense
can be enhanced
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Research also Indicates…
Formative assessment has an “effect size of .4 to .7”
This is equal to moving a student from the 50th
percentile to the 70th percentile.
This effect size is larger than most of those found
for other educational interventions.
Black, P., & Wiliam, D. (1998). Inside the black box:
Raising standards through classroom assessment. Phi
Delta Kappan, 80(2), 139-148
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Formative Assessments
It is not the assessments themselves that are
formative or summative but how they are used.
•
•
•
•
•
•
Not the same as “ongoing” assessments
Not just “small” assessments
Must be frequent
Need to be specific in the feedback provided
Should be directly related to skills/knowledge
Not just comprehension – but understanding
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Formative Assessments
Students—identify
their strengths and
weakness and target
areas that need work.
Educators—recognize
where students are
struggling and address
problems immediately.
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Five Critical Elements of Formative
Assessment
1.
Indicate how students are moving toward
proficiency of a standard or goal
2.
Identify the current level of understanding in
relation to expectations
3.
Provide specific and appropriate feedback
4.
Engage students in the process
5.
Provide time, support, and instruction in order
for students to adjust, implement, and process
their learning
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Formative Assessments
•
•
•
•
Use a variety of assessments
Use as practice – not necessarily for a grade
Think daily - not weekly or end of chapter
Gradual release – moving from unknown to
understanding
• Establish steps to success (too big, too little)
• Supports changes in practice, strategies,
techniques, resources, and methods
• Students know the target and what “success”
looks like
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Deconstruct the Standard into
Skills
Step One
Standard: Identify the relative position of simple positive fractions, positive mixed numbers, and positive decimals and be able to evaluate the
values based on their position on a number line.
 Knowledge
 Reasoning
 Performance
 Product
Step Three
Learning Targets
What are the knowledge, reasoning, performance, or product targets underpinning this objective?
Knowledge Targets
Reasoning Targets
Performance Targets
 Identify tenths in decimal  Compare fractions,
 Draw a basic number
form on a number line
decimals and mixed
line from 0 to 10
 Indicate the approximate
numbers by identifying  Locate simple whole
location of thirds, fourths,
their relative position on
numbers on a number
and fifths on a number
a number line
line
line
 Place halves in fraction
form on a number line
 Indicate the
approximate location of
thirds, fourths, and fifths
on a number line
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Product Targets
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Step Two
Type:
Establishing a Learning Progression?
Standard: Identify the relative position of simple
Draw a basic
number line
from 0 to 10
Locate
simple
whole
numbers on
a number
line
Place halves
in fraction
form on a
number line
Indicate the
approximate
Identify
location of
tenths in
decimal form thirds, fourths,
on a number and fifths on a
number line
line
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Indicate the
approximate
location of
decimals,
fractions, and
mixed
numbers on a
number line
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positive fractions, positive mixed numbers,
and positive decimals and be able to
evaluate the values based on their position
on a number line.
Compare
fractions,
decimals and
mixed
numbers by
identifying
their relative
position on a
number line
Activity-Self Assessment
• Review the rubric on formative evaluation
• Place yourself on the rubric in each of the 5 areas
based on your assessment of your current
practice
• Identify 2-3 changes that you believe you could
make
• How would you go about making those changes?
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Reflections
3 points to
remember
• ___________
• ___________
• ___________
3 remaining
questions
3 steps I will
take
• __________
• __________
• __________
• __________
• __________
• __________
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Resources
1.
2.
3.
4.
5.
6.
7.
Achieve--Students with Disabilities & the Common Core State
Standards Resources www.achieve.org/files/CCSS-SWDs-ResourcesMar2013.pdf
NICHCY—National Dissemination Center for Children with Disabilities
nichcy.org/schools-administrators/commoncore
Common Core www.corestandards.org/
Applications to Common Core Standards-www.corestandards.org/assets/application-to-students-withdisabilities.pdf
CAST—Center for Applied Special Technology-- www.cast.org
IDEA Partnership-- www.ideapartnership.org
Bloom’s Taxonomy http://www.nwlink.com/~donclark/hrd/bloom.html
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